Wednesday, June 29, 2016

TO GO TO COLLEGE, OR TO NOT GO TO COLLEGE - THAT IS THE SIX FIGURE QUESTION


To Go To College Or To Not Go To College? That Is The Six Figure Question

Graduations at every level have taken place throughout the Bay Area and the country. From completion of preschool to post graduate degrees, proud family and friends get together to offer congratulations and best wishes. Then comes the stark reality of moving on to the next chapter. Okay, maybe not so overwhelming for preschoolers, but many young adults are concerned about career opportunities and many parents are stressed about becoming encumbered with large sums of financial debt. The truth is, not every high school graduate wants or needs to go to a very expensive, very exclusive university. There are still many careers that afford very comfortable life styles and don’t require a 4-year college degree and do not necessitate encumbering mounds of financial obligations.

So how does one decide what career path is right? You can check out the Bureau of Labor Statistics, www.bls.gov, to see what occupations have the largest job growth. You can also look for appealing internship opportunities, which expose you to the day-to-day ups and downs of a profession. Also, think about how your part-time job or summer job enhances your work skills and might further your goals.

Whatever you decide, don’t leave your career options to luck or fate. Professional success is about putting yourself in the most advantageous position for numerous and varied opportunities.  
Last, but certainly not least, if you’re actively job-hunting, clean up your social media portfolios! Employers can conduct social media background checks going back seven years. Do you remember what you posted 7 years ago? 7 days ago? Review your photos, videos, and other posts and remove any that can be misconstrued or damaging to your reputation.

Contact Margaret Lavin at elementarydays@gmail.com.


Tuesday, June 28, 2016

BULLY FREE SUMMER



For most kids, summer is filled with fun and adventure. Most parents, however, still have to work, which means their children will have a lot more free time on their hands. Whether kids are at summer camps, babysitters, or home with siblings, there tends to be less supervision which can be concerning in regards to the potential for bully behavior. It’s never a fun subject, but one that needs to be addressed at least a few times a year.

First, kids need to know what bullying is. It’s not always clearly defined. Dan Olweus, creator of the Olweus Bullying Prevention Program, defines bullying in his book, Bullying at School: What We Know and What We Can Do, "A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more persons, and he or she has difficulty defending himself or herself."

Direct bullying is the easiest to detect. It includes hitting, kicking, shoving, name-calling, and using threatening or obscene gestures. Indirect bullying is much more surreptitious. Often bullies will get someone else to do the bullying for them. Rumor spreading, ostracizing, and Cyber-bullying (using email, social media sites, and text messaging) can be particularly difficult for adults to monitor.

Like most things in life, signs of bullying and the roles people play are rarely clear-cut and when kids are involved in bullying, they often play more than one role. Kids can bully others, they can be bullied, or they may witness bullying. However your child is involved, it’s important to encourage them to speak to a supervising adult if they are bullied or see others being bullied. If the adult doesn’t help, find another grownup and keep telling until the bullying stops. Ideally, adults at camps or at home will give comfort, support, and advice even if they can’t solve the problem directly.
Although parents may not be with their children during the day, they can still help prevent bullying. 

Checking in often, talking with the kids, and asking about friends and any concerns is proactive and preventative. If they child seem reluctant to open up to you, encourage them to talk to another responsible person that you, as a parent, trust. Get your kids involved in things they like such as sports, hobbies, and community activities. Also, instruct your kids to stay away from places where bullying happens. Most bullying happens when adults aren’t around.

If there is no adult around, children of all ages need to know how to stand up for themselves. Advise your kids to look at the kid bullying and tell him or her assertively to stop in a calm, clear voice. If speaking up seems too hard or not safe, the best thing for anyone being victimized to do is to walk away and stay away.

There is no silver bullet to eradicate bullying but we can reduce existing bullying problems, prevent the development of new bullying, and foster better relationships at school, at home, and in summer camps by being well informed and involved.

For more information on the Olweus Bullying Prevention Programs, visit, www.violencepreventionworks.org.  

Other resources include, http://www.stopbullying.gov.

Contact Margaret Lavin at elementarydays@gmail.com.


Monday, June 13, 2016

SUMMER MATTERS INITIATIVE


State Superintendent of Public Instruction Tom Torlakson’s Summer Matters Initiative Supports Summer Leaning and Provides Meals for Low-Income Families

The research is well documented despite many naysayers. Schools are doing their job. According to a study by John Hopkins University, students’ learning gains during the school year were nearly equal regardless of socioeconomic status. However, those who do not engage in educational activities over the summer experience learning loss. Moreover, summer learning loss is cumulative and contributes substantially to the achievement gap between low-income and higher-income students. And, while some families in Silicon Valley can afford to spend a year’s college tuition on summer camps, many, many many more are working 2+ jobs just to make ends meat. 

Superintendent Torlakson plans to eradicate summer learning loss while providing nutritious meals for kids with his Summer Matters Initiative, but he needs referral networks to get the word out and urge families to participate. "Only one in five low-income children who eat subsidized meals during the school year are taking advantage of the summer meal program, meaning a lot of kids are unnecessarily going hungry this summer," said Torlakson. "I urge families to use this free service so their children will have access to the healthy, fresh food they need to grow, learn, and succeed in school."

Parents and referral agencies can find a list of locations where children may receive free nutritious meals by going to www.cde.ca.gov, and searching summer meal sites or by calling 1-800-952-5609. For summer reading and math resources, go to www.cde.ca.gov, and search “summer math and reading.”
 
For more academic stimulation that is entertaining and free there’s always a lot happening at your local library. For San Mateo County, check out, http://www.smcl.org

Kids do not thrive on food and schoolwork alone! They need exercise, fresh air and sunshine. Thankfully there are plenty of fun, free activities that don’t require extra funds for expensive theme parks or travel. Cut the tether to your children’s iPad, cellphone, or Xbox and take a bike ride, blade or stroll to the local park, pack a picnic and play Frisbee, freeze tag, or hide-n-seek. Trust me, even your pre-teens will act silly and revert to kid mode.

Many Bay Area cities and towns put on free concerts in the park. It’s a great way for you and the kids to groove to live performances. No need to spend your hard earned cash on gas, driving hours to go camping. Let the kids invite friends for a sleepover in the backyard or even in the living room.
However you spend your sweet summer months, I hope there is plenty of family time, fresh air, good food, and tons of fun. 

Contact Margaret Lavin at elementarydays@gmail.com.

Wednesday, June 8, 2016

HOW DO WE CLOSE THE LEARNING GAP THIS SUMMER?


National Summer Learning Association

The National Summer Learning Association is intent on spreading awareness about the importance of summer learning in helping close achievement gaps – a lofty and very necessary goal. There is ample research that shows summer learning loss is measurable and quantifiable and the cumulative effects directly contribute to broadening achievement gaps between low-income and middle-income students.

Summer learning programs aren't just keeping kids busy over the summer. For many students they’re the difference between academic success and falling far behind their peers. High quality summer learning programs lead to greater student achievement and increased student academic and social engagement both in and out of school. They also help build the skills needed to excel in school and life.

The price of summer learning loss is too high,” he said. “We need to make summer learning part of the equation and invest in effective efforts to continue the good progress our students are making during the school year.”

There are steps parents can take that do not cost money but do require time. The local library is a great, free resource. Check out books that interest your child and participate in free library summer programs. Encourage your child to read every day and discuss or write about the books he or she is reading. With your kids, keep a journal of events, activities and reflections throughout the summer months.

Many museums have free or almost free weekday admission. To give math meaning, measure items around the house or yard, track daily temperatures and weather, add and subtract at the grocery store, and learn fractions while cooking. It’s never too early to start preparing for the next grade level. Find out what your child will be learning in the fall and introduce the curriculum over the summer.

No matter how well teachers, schools, and districts facilitate learning during the school year, the gains in skill development will be undermined if students do not have engaging summer learning opportunities. We know that low-income students are the most vulnerable and that over time, recession of learning leads to widening gaps in achievement. Because access to summer learning programs is so important and the stakes are so high, we should not only celebrate National Learning Day on June 21, but continually herald learning and advocate for top-notch educational programs year round.

For more information about summer learning programs and how to combat summer learning loss, visit, www.summerlearning.org and http://summermatters2you.net.


Contact Margaret Lavin at elementarydays@gmail.com.

Tuesday, June 7, 2016

BULLY PREVENTION THIS SUMMER


CALIFORNIA’S ANTI-BULLYING LAW
                                                                                        
The school year is winding down and kids are looking forward to a long leisurely summer. However, most parents still have to work which means kids will attend various summer programs. For the most part, summer camps are a great way for kids to enjoy their summer and are beneficial socially, emotionally and academically. They also tend to have less supervision which can be concerning in regards to the potential for bully behavior.

Public schools are required by law to have strong anti-bullying policies and programs. In 2012 California legislatures passed Seth’s Law, requiring all California public schools to update their anti-bullying policies and programs. This may not be true for summer camps but you can still ensure your child’s well being.

I recently spoke with Patricia Marquez, Bullying Prevention Coordinator for San Benito County and certified Olweus Program Trainer. The Olweus Bullying Prevention Program is a multi-level approach to bullying prevention that focuses on changing social norms. “If a parent suspects their child is being bullied, it’s important that they focus on the child,” she said. “Be supportive and gather information that will help determine if the bullying is occurring. Also, pay close attention to their daily habits.” For more information, you can visit their website, www.violencepreventionworks.org.

What constitutes bullying? Bullying is unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.

There are many roles that kids can play. Kids can bully others, they can be bullied, or they may witness bullying. When kids are involved in bullying, they often play more than one role. It is important to understand the multiple roles kids play in order to effectively prevent and respond to bullying.

When enrolling your child into a summer camp look at what anti-bullying programs they have in place. There are loads of outreach services in San Mateo County and the Bay Area.

The Peninsula Conflict Resolution Center (www.pcrcweb.org) works to provide "non-adversarial problem solving in San Mateo County." They have an extensive list of school services they provide, including Building Empathy and Respect, Bullying Awareness and Prevention, and Freshman Transition. In addition to programs directed at students, the Center offers parent and staff workshops.

Parents Place (www.parentsplaceonline.org) offers training for teachers and administrators in their "Steps to Respect" program aimed at third-sixth grades. This program also includes options for parent workshops on topics like "Relational Aggression: How Girls Bully" and "Cyber-Bullying."

Common Sense Media (www.commonsensemedia.org) is an organization that reviews a lot of the media available and rates it by age appropriateness. They also provide education for parents and teachers.www.commonsensemedia.org.

Contact Margaret Lavin at elementarydays@gmail.com.





Friday, June 3, 2016

SLOW DOWN THE CYBER HIGHWAY THIS SUMMER...


The Realities of Internet Addiction

According to the American Academy of Pediatrics, excessive social media use can lead to attention problems, school difficulties, sleep and eating disorders and obesity. Conversely, people with strong social connections have less stress-related health problems, lower risk of mental illness, and faster recovery from trauma or illness. The irony is, in our always-connected world, we’ve lost vital personal connections.

The word “social media” is very misleading. The fact is, there is very little meaningful social interaction when children or adults are plugged into cyberspace and, with the creation of the Smartphone, people are now connected from the cradle to the grave.

Of course there are benefits to social media. There are more learning opportunities available, making it easier for students to do research and collaborate with other classmates. Some schools use blogs and web portals as teaching tools as well as grade trackers that allow parents to access their child’s academic progress. There are also excellent health resources and websites that can give you information about any notion you might entertain.

All that being said, the intensity of the online world can be trigger depression, social isolation, and anxiety. These are all signs of Internet addition. Symptoms also include excessive use, changes in mood, preoccupation, and diminishing social life. While many of us think of addiction in terms of substance abuse, Internet addiction resembles other behavioral addictions, such as gambling.

If you’re worried that the Internet is being overused in your house, there are ways to slow down on the cyberspace superhighway.

Get your kids involved with teams, clubs, sports, church, music, dancing, singing, whatever will get them out of the virtual world and into the real one. Summer is the perfect time to look for escapes. Set up playdates that exclude Playstations. When going to a movie, sporting event or concert, have everyone leave his or her various electronic devices at home. Plan a family entertainment night that, you guessed it, does not include electronics. After dinner, dust off the old board games. If face time on Facebook is absolutely required by family members, set a timer. After about 15 minutes on the computer, get them up and log them off.

Remember, children learn by example. If your time is consumed with texting and tweeting, your child will follow suit. As fascinating as the World Wide Web is, our understanding of its powers is limited and technology is still in its infancy. We must tread warily, especially where children are concerned. Executive Chairman of Google knows this well. “The Internet is the first thing that humanity has built that humanity doesn’t understand, the largest experiment in anarchy that we have every had.”

Contact Margaret Lavin at elementarydays@gmail.com.

Thursday, June 2, 2016

NO FREE RIDES ACCORIND TO SCOTUS


Supreme Court Held Up Collective Bargaining Rights of Teachers

On March 29th the Supreme Court, which has a seat vacant since the Feb. 13 death of Justice Antonin Scalia, came down with a 4-4 split decision over Freidrich v. CTA, a lawsuit aimed to strike down “fair share fees” that help cover the costs of collective bargaining for unions. When the Supreme Court is deadlocked, the lower court’s decision in the case is upheld, which in this case means the current law will stand allowing unions to bargain collectively for competitive salaries, smaller class sizes, safer schools, and better learning environments for students.

The case was brought by the Center for Individual Rights (CIR), a Washington, D.C.-based public interest law firm. CIR has also pursued lawsuits seeking to ban affirmative action and racial and gender preferences, including California’s Proposition 209.

If the Supreme Court had ruled in favor of Friecrich, the bargaining and political clout of the California Teachers Association and other public-employee unions would have been significantly undermined. The loss of money from “free-riders” – those who benefit without paying – would threaten a union’s ability to effectively represent employees.

Further, according a report by the Economic Policy Institute, in states that prohibit collective bargaining, public employees earn lower wages and compensation than comparable private sector employees, and this low compensation may impede state and local governments from recruiting and retaining highly skilled employees for many of their professional and public safety occupations. The report also found that
public-sector unions raise wages of public employees 5 to 8 percent more than nonunion public employees.  

Many teachers, politicians, and professors hailed the decision. CTA President Eric C. Heins criticized the legal challenge, arguing the high court “rejected a political ploy by the wealthy corporate special interests backing this case to make it harder for working families and the middle class to come together, speak up for each other and get ahead. The decision recognizes that stripping public employees of their collective bargaining rights in the workplace is a step in the wrong direction.”

California Attorney General Kamala Harris also commended the decision.“(The) ruling protects the right of public employees working in our schools, universities, hospitals and police agencies in California and across the nation to negotiate fair wages and benefits, without restricting any individual employee’s freedom of speech,” Harris said. “While this decision is a victory, we must keep fighting to protect the ability of working families to make a living wage and pursue the American dream.”

“Allowing collective bargaining strengthens teachers’ resolve in order to work together for what’s best in education,” said Leanna Goldenberg, a teacher and union board member in the Santa Clara Unified School District.. “Teachers deserve to voice their opinions on what’s best for their students.”

UC Irvine law school professor Catherine Fisk stated, “Usually the Supreme Court takes cases for the purpose of resolving conflict in lower courts. Friedrich is unusual because the law is settled nationwide. It’s been settled since the middle 1970s at least and there was no circuit split. This was a case delivered to the court for the purpose of giving it a vehicle to overrule settled precedent.”

“Under California’s public sector labor laws, like those of almost every other state, the union owes a duty of fair representation (DFR) to all employees it represents.  The DFR requires the union to enforce the contractual rights of all the employees it represents, without regard to whether they are members.”

On April 8, The Center for Individual Rights filed a petition asking the Supreme Court to rehear Friedrichs v. CTA when a new, ninth Justice is confirmed.  

Contact Margaret Lavin at elementarydays@gmail.com.



Wednesday, June 1, 2016

THE MARKETING OF PUBLIC EDUCATION


In the Bay Area and across the country, charter schools, known for their aggressive marking campaign and recruitment techniques, are speaking at churches, canvassing neighborhoods and convincing parents that they are offering not only an alternative to traditional public school but also the golden ticket to academic success.

Public schools, whose budgets depend on the number of students enrolled, are under a lot of pressure to retain students. That may not be all bad if their efforts improve school services and help maintain high standards. However, funds are not well spent if districts must resort to spending their resources on marketing and litigation rather than better facilities, smaller class sizes, enrichment classes and outreach specialists. Case in point is Bullis Charter School vs. Los Altos School District. They have been in litigation for years. In May of 2003, The Los Altos School District Board of Trustees rejected Bullis’ school petition citing “the petition’s lack of program focus, lack of sufficient planning time, lack of familiarity with legal requirements, unrealistic financial and operational plan, lack of necessary expertise and lack of a viable facilities plan.” In September of that year, Santa Clara County Board of Education approved the charter for Bullis Charter School. Since that time, much of the legal wrangling has been over campus space.

Education scholars are also leery of charter schools’ propaganda and the promises they make. Diane Ravitch is considered one of America's leading educational historians. She was a Research Professor of Education at New York University and U.S. Assistant Secretary of Education in President George H.W. Bush’s administration. In her latest book, “Reign of Error” she warns us not to be persuaded by a false, charter school-constructed narrative touting a public school crisis. The real objective of this misinformation is the privatization of public education.

In the book she reveals examples of some charter school’s unfair admissions policies and enrollment procedures that allow them to grant admission only to students they believe will be academically successful. “The charter movement has become a vehicle for privatization of large swaths of public education, ending democratic control of public schools and transferring them to private management,” she stated. “The charters seek to compete, not collaborate, with public schools.” She also references the widespread criticism that charters enroll many fewer students with disabilities than do traditional public schools.

Having choice is good when it raises the bar of performance and customer service in any organization and that includes educational ones. However, diverting tax dollars away from public schools towards charters that are not held to the same legal requirements as public schools does nothing to reduce the inequalities between well-resourced and poorly-resourced public schools. In fact, it further depletes lower-income schools by targeting their students. Charter schools’ success may come at the cost of dismantling our country’s public education system and our children’s fundamental right to a free, quality and public education.

Dr. Ravtich, in her book, The Death and Life of the Great American School System: How testing and Choice Are undermining Education states the argument succinctly. “Going to school is not the same as going shopping. Parents should not be burdened with locating a suitable school for their child. They should be able to take their child to the neighborhood public school as a matter of course and expect that it has well-educated teachers and a sound educational program.”

Contact Margaret Lavin at elementarydays@gmail.com.